Obstacles to Creative Teaching from the Perspectives of Faculty members at King Faisal University in Saudi Arabia
The University does not incorporate sufficient creativity into its teaching and learning environments, which is a necessary requisite in enhancing student learning, to cope with diversity in a global context. This study aims to investigate the obstacles to creative teaching from the perspectives of faculty members at King Faisal University in Saudi Arabia. The study sample consisted of (348) faculty members. A questionnaire (33 items) was constructed, and the exploratory factor analysis supported the four dimensions: faculty members, students, curriculum, and teaching environment.
The results of the study revealed that the majority of faculty participants believed there was a medium obstacle to creative teaching related to faculty members themselves, while, there were strong obstacles related to dimensions: (students, curriculum, and teaching environments). The current study also showed that ‘Curriculum obstacles’ and ‘student's obstacles’ were the most highly identified obstacles among the four categories of obstacles investigated in this study. The teaching environment category came as a third important factor, while the faculty member's obstacles category ranked at the lower end.
The results also demonstrated that gender, specialization, academic rank, and experience had statistically significant effects on faculty perceptions regarding obstacles to creative teaching.
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